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The effect of netbook ownership on children's academic achievement in mathematics, reading, and writing
Author(s) -
Starkey Louise,
Zhong Jingyi
Publication year - 2019
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12308
Subject(s) - mathematics education , reading (process) , context (archaeology) , academic achievement , propensity score matching , matching (statistics) , purchasing , test (biology) , achievement test , psychology , standardized test , mathematics , statistics , marketing , political science , law , paleontology , business , biology
Abstract How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with differing results. The introduction of an optional netbook purchasing scheme for children in a low socio‐economic community provided an opportunity to compare the academic improvement for those who joined the scheme with those who did not with both groups learning within the same context with the same teachers. Using nationally calibrated assessment tools that test reading, writing, and mathematical skill progression, the student achievement data from six schools across a 2‐year period were analysed using chi‐square testing, regression analysis, propensity score matching, and cumulative logit modelling. The results identified few significant differences between the students in most aspects of achievement and no significant difference in academic improvement between the two groups.